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which are so clearly from the oral tradition, have been superb for promoting interactive story reading and for focused discussion on their particular genre, children had taken on and were using the particular language of the genre modeled in the books wed read together
Marvelous aids for modeling various aspects of the reading process and for drawing attention to conventions of printed language in a context where that is appropriate and meaningful
The teacher can focus on both the literacy and the literary aspects of the story.
Can share and discuss a text as an example of a particular genre, something four- and five-year-olds are quite capable of doing as will be seen later.
Draw attention to specific features of punctuation, to speech bubbles, individual words, letters and so on Children have become familiar with a particular story its then possible to focus on its structure, its forms of language - i.e. the particular way it is told
For more children to fully engage, and interact, with the story
Able to see the pictures clearly, second language learners can construct their own meanings without necessarily understanding all the words and can thus participate in a shared reading experience
Important for their self-esteem as it is for less confident readers, since the group aspect provides security and support for them when working on reading the text together.
the Big Book is carried out in a non-threatening manner and ample scope for repetition is allowed since usually one or two weeks is spent on a book. Students learn to read by spending maximum time on reading rather than on isolated sub-skills such as phonics or word identification
Providing early experiences with print in a meaningful context, is thus seen as a way of narrowing this gap
Are magnified or enlarged versions of children's books, usually narratives and are considered to be one of the most effective ways of getting young children involved with print
teacher guidance for more proficient readers emphasized strategies that encouraged interaction with the text to develop deeper understanding.
As a tool for early reading instruction in English have become well-established over the past few years
Allow all the children in the classroom to see and react to the words and pictures on the page as the teacher reads aloud, a vital similarity to the shared reading between parent and child
Big Book approach, Holdaway facilitated considerable gains in fluency among groups of children through repeated shared readings
The closest approximation that can be offered in the classroom to the family storybook readings
The child learns the concepts of directionality that spoken words correspond to written words, as well as the association between words on the page and the illustration, long before he actually learns to read
The child not only gains experience with handling books but also with the reading process itself
. Enrich the child's comprehension of a variety of topics and build up his schema or background knowledge.
References Jill Bennett (n.d). Big Books Are Brilliant.. Retrieved September 5, 2013 from http://booksforkeeps.co.uk/issue/100/childrens-books/articles/other-articles/bigbooks-are-brilliant Mohana Nambiar (n.d). Big Books in the ESL Classroom. Retrieved September 12, 2013 from http://www.melta.org.my/ET/1993/main3.html